Developing a technology enabled learning framework supporting staff transitioning degree module content to a blended learning approach

Jackie Adamson*, Diane Sloan

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

The Higher Education (HE) sector is currently faced with an unprecedented reorganisation of the current delivery of teaching and learning with technology playing an increasingly significant role in shifting traditional pedagogies to a more blended learning approach. This article investigates the challenges faced by academics responding to this new style of pedagogy and recognises the need for an operational framework to support this transition. The emergence of the ‘digital lecturer’ changes the role of the academic in designing, adapting and delivering educational products that are fit for purpose in a technology enabled learning environment. Underpinned by pedagogic theory, research based on participant observation over a three-year period of the staff experiences delivering a technology enabled blended learning approach, the article presents a solution of a framework supporting HE professionals transitioning module content towards a technology enabled blended learning approach.
Original languageEnglish
Pages (from-to)1-11
Number of pages11
JournalInnovations in Education and Teaching International
Early online date22 Jul 2021
DOIs
Publication statusE-pub ahead of print - 22 Jul 2021

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